AbstractTeacher talk and students’ language achievement as an important concepts in the process of language learning have been under investigation by many scholars in different educational contexts. In line with the importance of these concepts, the present study tried to investigate the teacher talk and students’ language achievement. Few studies have been implemented to investigate the efficacy of teachers talk in students’ development in reading comprehension and listening competence. The current study is trying to shed lights on the effects of teachers talk on students’ language achievement in reading comprehension and listening activities. To meet the ends of the study, 50 students from a total number of 100 learners studying in the 5th grade school at Alwaqia were selected. To measure the effects of mentioned variables of the study, Oxford quick placement test was used. A semi-experimental design, including pre-test, treatment, and post-test process was adopted to gather the data. The results of the post-test indicated that after the conduction of the treatment there was a significant difference between the groups of the study. The experimental group who received the treatment of being instructed reading and listening comprehensions mainly concentrated on student talk out-performed the control group who have been instructed based on teacher talk and by the conventional method of language instruction. Further analysis of the results of the study indicated that student talk in language teaching, could be effective in increasing and development of students’ competency and knowledge comparing to teacher talk in students reading and listening comprehension development. Key Words: Teacher Talk, Students' Achievement, EFL Context, Language Learning, Reading Comprehension, Listening Comprehension.
